Metaphor, online technology and recontextualisation in teaching

Online technology represents a new space in which education occurs. Using teacher¿s self-declared metaphors to identify the teaching principles to which four vocational education and training teachers aspire, this paper describes how each teacher has integrated online technology into their classroom practice. Analysis occurs at two levels. Firstly, an examination of these case examples elicits strategies that teacher¿s use to align their use of online technology with the teaching principles to which they aspire. Secondly, Basil Bernstein¿s construct of recontextualisation is used to explore the impact of policy and pedagogy in determining the pedagogic discourse characterising the teacher¿s practice.